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Multicultural Connection Lesson Plans

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Aunt Harriet's Underground Railroad in the Sky Written by Faith Ringgold

Cultural Group: African American

Content Connection: Reading Language Arts, Grades 4 and 5

Topic : Figurative Language

Suggested Exemplars

• Picture Interpretation: Old Locomotive by Lyonel Feininger • Guess Box : compass • Collection (revealed): compass, moss, star, tree, bark • Music Interpretation: Spirituals - "Swing Low, Sweet Chariot;" "Follow the

Drinking Gourd;" "Go Down Moses;" "Jacobs Ladder"

Learning Sequence

1. Play spirituals. Have students discuss what messages these songs reflect. 2. Read aloud Aunt Harriet's Underground Railroad without sharing the pictures.

Students listen for statements that "paint pictures" in one's mind. Write these statements on the board . Help students recognize these phrases as examples of figurative language. Compare examples cited by students with a previously recorded list on a chart, containing the following

3. Cassie, though you can fly, being a slave will suck you to the 4. ground like quicksand 5. Cobwebs from the ceiling hung like gray ghosts 6. Niagara Falls looked like a giant tea party with a billion cups 7. of steaming hot tea being poured to a resounding applause 8. The steam rose from the formed a soft blanket that lifted me 9. up,up,up above the falls..... 10. We are free! we have shook the lion's paw! Aunt Harriet yelled

in a 11. voice that shot through the air like a joyous bolt of

lightning 12. Students explain what each statement means. In groups, students select one of the

statements and draw a picture to interpret the statement. At this time, share pictures from the story with the students as they share their pictures.

Baby-O Written by Nancy White Carlstrom

Cultural Group: African Carribean-West Indies

Content Connection: Social Studies , Grade 1

Topic : Transportation

Suggested Exemplars

• Guess Box: Toy bus • Word of the Day: Jitney (bus) • Picture Interpretation: Woman with Mango by Paul Gauguin

Learning Sequence

1. Guess Box (toy bus): Tell them that in the West Indies and in other countries a bus is sometimes called a jitney.

2. Read the story having children listen for how people use the jitney. 3. Over several days, reread the book allowing students to join in when they

recognize the pattern or anticipate the rhyme. 4. Use a revealed collection of transportation items allowing students to sort and

resort as many ways as possible. Record the categories (color, number of wheels, land transportation, recreational vehicles, etc.) on cards posted above the collection. Leave transportation collection out so students can sort and suggest additional categories on their own.

Extension

• Picture Interpretation: Using Woman with Mango by Paul Gauguin , mask the mango. Have students predict what is under the paper and discuss their interpretation of the picture and then relate it to Baby-O.

A Birthday Basket for Tia Written by Pat Mora

Illustrated by Cecily Lang

Cultural Group: Hispanic

Content Connection: Math, Kindergarten

Topic : Numeration

Suggested Exemplars

• Revealed Collection: basket, bowl, flower pot, teacup, red ball, flowers • Comparison Circles: objects from collection

Learning Sequence

1. Reveal collection. Discuss how objects relate to each other. 2. Use two comparison circles and have children place objects in circles according to

one or two attributes. Children count objects in each set and determine which has more.

3. Read book and identify culture as Hispanic and the name Tia meaning aunt. 4. Reflective Dialogue: Discuss the concept of birthday presents. Compare and

contrast Cecilia's gift to Tia with gifts they usually give or get. Why did Tia appreciate Cecilia's gift so much when it was not something new for her to enjoy?

5. Children count and then sequence the gifts in Cecilia's basket; teacher uses the words first, second third, etc. An additional sequencing activity would be to ask the children to recall the gifts in reverse order from which Tia took them from the basket.

Extension

• Create an original gift basket for someone the child loves using the same thinking as Cecilia used.

• Learn the words to Happy Birthday in Spanish.

The Black Snowman Written by Phil Mendez

Illustrated by Carole Byard


Content Connection: Reading/Language Arts Grade 3

Topic : Characterization

Suggested Exemplars

• Music Interpretation: "Winter" by Vivaldi • Comparison Circles: Jacob and Ancestors

Learning Sequence

1. Write the book title, make predictions about who or what the story will be about. 2. Read aloud The Black Snowman. 3. Think-Pair-Share to obtain students initial reaction to the story and address

predictions. During "share" time, question students regarding the mood of the story.

4. Using Comparison Circles and index cards, students will generate characteristics of Jacob and the warriors that appeared in the story in order to identify similarities and differences.

5. Give example of transformation from introductory page:

"AS HE WRAPS THE CLOTH AROUND HIM, HIS MIND TRANSFORMS INTO THAT OF A YOUNG NATIVE..."

6. Reread the story having children listen for examples of transformations. Some examples from the story: Brick became an African Warrior trash can lid becomes a Black Queen

7. Discuss reasons for Jacobs transformation

Extension

• Problem Solving: What happens when the fireman takes the cloth home to his daughter ? Will she see the same things that Jacob saw? Will it still have its magic? Will she be "transformed" in any way.

• Students create their own Kente cloth and describe the kind of transformation that may occur for themselves.

Brother Eagle, Sister Sky Written by Chief Seattle

Illustrated by Susan Jeffers

Cultural Group: Native American Pacific

Content Connection: Math Grade 5

Topic : Geography, Geometry

Suggested Exemplars

• Guess Box: spider model or picture • Picture Interpretation: Fruit Basket by Pablo Picasso, Colonial Cubism by

Stuart Davis, and Landscape with Black Columns , by Paul Klee

Learning Sequence

1. Guess Box with spider. 2. Students listen to the story to decide why there was a spider in the Guess Box. 3. Find pictures of different types of spider webs and students will find

commonalities. (lines, rays, various angles) 4. Ask students to create their own spider webs using black construction paper and

white chalk. Include many different kinds of angles. 5. When webs are complete students can trade webs then locate and measure

different types of angles on each others webs.

Extension

• Do a Picture Interpretation with one of the prints listed under suggested exemplars or any other picture that illustrates a variety of angle types to provide students with opportunities to identify various types of angles.

• Students use pictures from magazines to locate one of each type of angle previously mentioned.

Chicken Sunday Written by Patricia Polacco

Cultural Group: Russian, African American


Topic : Money

Suggested Exemplars

• Picture Interpretation: Feathers in Bloom by Marc Chagall • Guess Box : hat or money • Music Interpretation: "Money, Money, Money" from Cabaret • Word of the Day: Money

Learning Sequence

1. Guess Box 2. Read the story.

3. Reflective Dialogue: What was the problem and how did the children solve it? 4. Have students work in teams to decide how they might set up a table in a store to

sell decorated eggs. They should develop a plan that will include; the location of the table, a sign to advertise the eggs, and the price of each egg. (Make students aware that the story took place at least 25 years ago and that the cost of a single egg would be much different than today.)

5. Have each team create five problems where students will have to give change for $5.00 for the purchase of eggs at their tables.

Extension

• Students will pretend they want to raise $25.00 to purchase exotic fish for their aquarium. They decide to sell popcorn. They need to determine what they will need (amount of popcorn, bags, salt...) and what they will charge per bag to make a $25.00 profit.

Dancing with the Indians LESSON #1 Written by Angela Self Medearis

Illustrated by Samuel Byrd

Cultural Groups : Native American, African American

Content Connection: Social Studies Grade 2

Topic : Communities/Celebrations

Suggested Exemplars

• Picture Interpretation: Currier & Ives

Learning Sequence

1. Read the story. Children listen to identify communities represented in the story and the style (poetry) of the book.

2. Reflective Dialogue : • Why was the family going to the Dance? • What was the name of the tribe of Indians? Discussion focuses on the two

groups and their reasons for being at the celebration. 3. Students hypothesize the reasons Seminole Indians held these Powwows twice a

year in Oklahoma. They may first list the dances the community performs and relate them to the reasons.

4. Children work in small groups to create the steps and costumes they think might be appropriate for one of the dances portrayed in the book.

Extension

• Children attempt to write a story poem about a celebration in their community (July 4th parade or picnic, Family Reunion, Thanksgiving, etc.).

Dancing with the Indians LESSON #2 Written by Angela Self Medearis

Illustrated by Samuel Byrd

Cultural Groups : Native American, African American


Topic : Communities/Celebrations

Suggested Exemplars

• Picture Interpretation: Currier & Ives

Learning Sequence

1. Read the story. Children listen to identify communities represented in the story and the style (poetry) of the book.

2. Reflective Dialogue: • Why was the family going to the Dance? • What was the name of the tribe of Indians? Discussion focuses on the two

groups and their reasons for being at the celebration. 3. Students hypothesize the reasons Seminole Indians held these Powwows twice a

year in Oklahoma. They may first list the dances the community performs and relate them to the reasons.

4. Children work in small groups to create the steps and costumes they think might be appropriate for one of the dances portrayed in the book.

Extension

• Children attempt to write a story poem about a celebration in their community (July 4th parade or picnic, Family Reunion, Thanksgiving, etc.).

The Day the Hurricane Happened Written by Lonzo Anderson Illustrated by Ann Grifalconi

Cultural Group: African American, Caribbean

Content Connection: Science Grade 1

Topic : Weather

Suggested Exemplars

• • Guess Box: rope, vines • Picture Interpretation: Rain by Marc Chagall, Mediterranean Scene by Raoul

Dufy and Thatched Cottages by Maurice De Vlaminck • Revealed Collection: water, fan, drum (thunder), red flag (hurricane warning),

picture of clouds, blinking light (strobe light) • Word of the Day: hurricane

Learning Sequence

1. Display pictures of clouds, winds, rain, snow. 2. Play music Bolero. Students "act out" weather elements that occur during a

hurricane. 3. Read first half of story - have students identify weather elements that occur during

a hurricane. 4. Reflective Dialogue: Describe the way the hurricane occurred in the story. 5. Pose the problem: You are the weatherman on the island. You want to send out a

warning to the people on the island. You realize that the worse part of the storm is about to happen and that some damage has already occurred. Have students write a hurricane warning. Ask: "What advice would you give to the people to prevent them from being blown away?"

6. Reflective Dialogue: What night happen because of the rain and wind? 7. Read the remainder of the book. List the effects of the hurricane.

Extension

• Investigate the safety precautions to take during a hurricane

Diego by Jeanette and Jonah Winter

Cultural Group: Hispanic - Mexican


Topic : Mexico

Suggested Exemplars

• Guess Box: paint brush • Picture Interpretation: Mother's Helper, Flower Vendor by Diego Rivera

Learning Sequence

1. Picture Interpretation 2. Read the story listening for information about life in Mexico. 3. Revisit pictures and collect information about life in Mexico. 4. Students work in teams to create a Mexican mural in the style of Diego Rivera.

Extension

• Research the life of Diego Rivera. • Locate work of other Mexican artists (i.e. David Sigueiros, Rufino Tamaryo, Jose

Orozco) and compare their work to Rivera's. • Research Frida Kalro (Rivera's wife). Compare her work with Rivera's

Dumpling Soup LESSON #1 Written by Jama Lee Rattigan

Illustrated by Lillian Hsu-Flanders

Cultural Group: Asian American

Content Connection: Social Studies Kindergarten

Topic : Family

Suggested Exemplars

• Picture Interpretation: Family #1 by Charles Alston • Comparison Circles: Assortment of children's shoes

Learning Sequence

1. 1. Picture Interpretation: Using Family #1 students think up possible titles for this picture. Encourage students to compare this family with their own. Record the relationship nouns on cards or on a chart as they come up (mother, father, sister, brother, aunt, uncle, grandmother, grandfather, niece, nephew, cousin).

2. Children draw pictures representing people who live with them or join them for family celebrations. Label Pictures for the students using relationship words as needed. Display and view pictures made by classmates.

3. Read Dumpling Soup aloud. 4. Discuss the shoe store game in the book, and why the families shoes were outside

of the house. Discuss the Asian custom. Talk about the advantages and disadvantages.

Extension

• After the game, the shoes need to be sorted. Discuss how the shoes could be sorted. Students remove one of their shoes and use the comparison circles to sort their shoes.

Dumpling Soup LESSON #2 Written by Jama Lee Rattigan

Illustrated by Lillian Hsu-Flanders

Cultural Group: Asian American

Content Connection: Math K,1,2

Topic : Problem Solving

Suggested Exemplars

• Word of the Day: "dumplings"

Learning Sequence

1. Arrange for students to see, talk about, or experience a variety of dumplings from many cultures, such as: Chinese won-ton, Spanish empanadas, Polish perogies, Italian ravioli, Russian knishes, Jewish kneidlach, or other regional dumplings you or the children discover.

2. Read Dumpling Soup aloud. Discuss the following questions:

"How many people came to the family celebration of the new year?" "How many mandoo (dumplings) did Grandma, Marisa and the other cooks need to prepare for the new Year Celebration?" "What assumptions must we make to determine how many dumplings were needed?"

3. To determine the number of people and the number of dumplings needed, children may work cooperatively in small groups using a variety of counters to represent family members and dumplings. Encourage students to use drawings to symbolize their solutions to the problems.

4. How many different countries were named as the origin of different family members? What countries were they? Discuss the origins of their families. Locate countries on the map.

Extension

• Marisa described the dumplings of the other cooks as perfect. If you were going to help Marisa make all of her dumplings the same size, what would you suggest she do? What tools might she need ?

• If possible, allow students to make dumplings.

An Enchanted Hair Tale Written by Alexis De Veaux Illustrated by Cheryl Hanna


Content Connection: Reading Language Arts Grades 4 and 5

Topic : Figurative Language

Suggested Exemplars

• Guess Box: a wig or lock of hair • Collection (serial): scissors, metal comb, hair pins, roller, hair dryer, bow,

barrette, hand mirror • Picture Interpretation: Self Portrait by Albrecht Durer, The Bohemian by Frans

Hals, Study of an Old Man by Rembrandt, Woman with a Mango by Paul Gauguin, Postman Roulin by Vincent Van Gough, The Story Book by William Alolphe Bougereau

Learning Sequence

1. Begin with one of the exemplar activities. 2. Brainstorm and develop a list of attributes of hair. 3. Read aloud Enchanted Hair Tale. 4. Review and discuss figurative language. 5. Reread the story poem. 6. Each student will generate three or four additional descriptive phrases or similes

about his/her own hair, then write a poem about his/her hair. 7. Student poems can be shared by reading aloud, and then displayed.

Extension

• Create a bulletin board with a large bare tree with branches to be used as a Figurative Language Tree. Students use construction paper leaves to record examples of figurative language to place on the tree (i.e. "hair fanned like the spokes of a wheel, " or "giggled when he talked")

The Flame of Peace Written by Deborah Nourse Lattimore



Topic : Numeration and Multiplication

Suggested Exemplars

• Collection (revealed) Items Associated with the Number 9 : solar system model or picture, cat, cloud (9), picture of a baseball team, September calendar page, three fourths of a dozen, the letter "i", and a menorah.

Learning Sequence

1. Revealed collection (items associated with 9). 2. Read The Flame of Peace while students listen to find out why the number nine is

important. 3. Develop a chart with students using the times tables to discover multiples of 9. 4. Students will study the chart to identify patterns in the list (sum of the digits of the

products equal nine, the numbers in the ones place have an odd /even pattern...) 5. Students use hundred square paper numbered 0-99 , color in the multiples of 9

and continue to identify number patterns.

Extension

• Introduce the Aztec numeration system (see attachment) and complete the calendar activity.

• Students can work in pairs to create a dance represetative of one of the nine demons in the story.

Flossie and the Fox LESSON #1 Written by Patricia C. McKissack

Illustrated by Rachel Isadora


Content Connection: Reading/Language Arts Grades 3,4

Topic : Written Expression: Writing a News Article

Suggested Exemplars

• Guess Box: eggs • Word of the Day: fox

Learning Sequence

1. Guess Box 2. Read the story. Discuss the connection with the story. 3. Flossie tells Miz Viola what happened on the way to her house. Miz Viola is so

upset about the "danger" that Flossie had faced that she called the local paper. 4. You are a journalist for the paper. You know Flossie's side of the story. You want

to report your story objectively. You make arrangements to meet with the fox. Write an article from the pint of view of the fox about the incident.

Flossie and the Fox LESSON #2 Written by Patricia C. McKissack

Illustrated by Rachel Isadora


Content Connection: Social Studies Grade 3,4

Topic : Map Skills

Suggested Exemplars

• Guess Box: Compass • Words of the Day: map, landmark

Learning Sequence

1. Guess box 2. Read the story. Discuss with students the importance of a compass. 3. Reread the story aloud and have students listen for names of landmarks (places)

where Flossie stopped to converse with the fox. Chart responses on paper. The list should include:

• Big Mama's house • woods • 'side the road • skipped through woods • stopped beside a piney tree • bubbly spring • clearing with tree stump • out of the woods • saw Miz Viola's cabin

4. Provide students with paper. Explain to them that a cousin will be visiting and they have gotten permission to bring him/her to school. However, because of testing, he/she cannot come until 10:30 a.m. Students are to draw a map and show their cousin how to get from their home to school. Remember to include street names, signs, buildings, and other important landmarks. Share maps.

Full Worm Moon Written by Margo Lemieux

Illustrated by Robert Andrew Parker

Cultural Group: Native American - Algonquin


Topic : Plant Growth

Suggested Exemplars

• Guess Box: worm (real, picture of, or gummy) • Collection: things that help plants grow (sun picture, dirt, water, fertilizer, flower

pot, earthworm)

Learning Sequence

1. Begin with guess box. 2. Tell students the title of the story and have them predict the content of the story. 3. Read the story. 4. Reflective Dialogue :

• What effect does the full moon have on people's lives? • How does this book relate to our study of plants?

5. Students can take a "worm walk" to look for worm castings to help them predict the best location for finding worms.

6. Students can dig up worms and put them in clear containers so they can observe their behavior.

Extension

• Students can devise experiments to find out more about worm behavior (i.e. do they like hot/cold, wet/dry, dark/light . . .)

• Learn the song "Glow Little Glow Worm" and create a dance to go with it.

Girl Who Loved Caterpillars

(Lesson to be developed)

The Gold Coin Written by Alma Flor Ada

Illustrated by Neil Waldman

Cultural Group: Hispanic Central American


Topic : Butterflies (metamorphosis)

Suggested Exemplars

• Guess Box: Butterfly • Comparison Circles • Word of the Day "metamorphosis"

Learning Sequence

1. Guess Box with Butterfly 2. Read aloud The Gold Coin. Ask students to listen for ways that the main character

is like a butterfly. 3. Reflective Dialogue:

o How is the man like a butterfly? o What physical changes can we see that let us know about the inner

changes that are occurring ? o What caused the man to change ?

4. Students generate lists of traits of the main character and butterflies on index cards. Use comparison circles to make a visual representation of these traits.

5. Discuss metamorphosis.

Extension

• Students pretend to be butterflies and act out the metamorphosis process.

Grandfathers Dream Written and Illustrated by Holley Keller

Cultural Group: Vietnamese


Topic : Ecosystems

Suggested Exemplars

• Guess Box : Fish • Word of the Day: "habitat" • Comparison Circles

Learning Sequence

1. Display Guess Box giving children a clue about the contents of the box (e.g. "I have areplica/representation of the real thing but I will answer your questions as though the real object is in the box")

2. Read aloud Grandfathers Dream, reminding students to listen to find out whether or not fish has a connection in the story. Discuss the connection after reading the book. Students relate what changes occurred in the story that affected the inhabitants of this habitat.

3. Students list things that negatively affect the habitats of creeks, streams, or other bodies of water (may include Chesapeake Bay) near their homes.

4. Think-Pair-Share: With a partner, students list items one needs to create a habitat, keeping in mind the "inhabitants" they hope to attract to their habitat.

5. Display five loops/circles on the floor , Students will categorize their suggested items. Discuss possible categories and then give each a name. Assign groups of students to develop a habitant using the items in the given loop.

Extension

• Explore ways to modify a habitat. Discuss suggested changes and possible results. Establish conditions that might negatively affect these habits. Discuss what might happen.

Grandfather's Journey Written and Illustrated by Allen Say

Cultural Group: Japanese American


Topic : Communities -Transportation

Suggested Exemplars

• Collection- Transportation: toy boat, train, steam boat, row boat • Word of the Day - "journey"

Learning Sequence

1. Revealed collection of transportation items. Students will sort the items and support their classification.

2. After working with the collection, ask students why they think you gathered this particular collection with these specific items.

3. After discussion, let students know that the items represent forms of transportation that occur in the story.

4. Discuss the word journey, ask students what types of journeys they have been on, and what kinds of journeys their Grandparents have been on.

5. Read aloud Grandfather's Journey.

6. Students discuss the Grandfathers journey. Make a "mini time line" to sequence the events in the story.

7. Reflective Dialogue: Ask students: "How would this journey change if it occurred today? Would the means of transportation change?"

Extension

• Students describe the different communities portrayed in the story: desert, farm, cities, Bay area, village, and then create illustrations. These illustrations can be used on the class time line for the story.

• Students create a chart of different forms of transportation, starting with those used in the story. List advantages/disadvantages of each form on the chart, returning to chart periodically so students can add to the information.

Grandmother's Adobe Dollhouse Written by Marylou Smith

Cultural Group: Native American

Content Connection:Science Grade 1

Topic : Constructions

Suggested Exemplars

• Guess Box: brick, dirt • Serial Collection: picture of the sun, water, sand, cookie mold, straw, dirt, clay,

plaster, brick, U.S. puzzle piece of New Mexico • Music Interpretation: "Rodeo" by Aaron Copland • Word of the Day: " adobe "

Learning Sequence

1. Serial Collection - Items Used to Build a House 2. Have students listen to discover how adobe is made as the story is read. 3. Students work in groups to make adobe.

Adobe Recipe Mix two cups of dirt with water. Add bits of straw and sand until the mix is stiff. Use an ice cube tray as a mold. Put the tray in a warm place to dry. After 10 days the bricks should be dry for building.

4. Each group of students can use two trays of blocks to build a small structure.

Extension

• Research other types of houses made from mud. • Measure the heights and lengths of finished structures with nonstandard units.

I Need a Lunch Box

(Lesson to be developed)

Iktomi and the Boulder by Paul Goble



Topic : Earth Materials

Suggested Exemplars

• Collection: pebble, gravel, rock/stone, picture of a boulder, other types of rocks • Comparison Circles: boulder/rock collection

Learning Sequence

1. Reveal "rock" collection, students examine and compare rocks. Provide comparison circles for any classifying ideas the students may have.

2. Display cover and title of the book, make predictions about the story. 3. Read Iktomi and the Boulder. 4. Compare/contrast properties of the boulder in the story with rocks in the

collection. Boulder is:

• sunburnt • bouncing • thumping • temper • jumping • angry

5. Students make mock rocks (refer to Science Kit Earth Material Activity 1 "Mock Rock Geology" pg. 3)

6. Reflective Dialogue:

• What are some of the properties of the mock rock? • What tools would you need to take apart a real rock? • How were the mock rocks like/different from "real" rocks and the boulder

in Iktomi and the Boulder?

Extension

• Discuss the last paragraph in the book:

"This story also expla ins why bats have flattened faces, and why there are rocks scattered all over the Great Plains."

• Brainstorm other reasons why there are rocks scattered all over the Great Plains. • Set up a "Rock Center" where students can add to the collection as they discover

new rocks. • Students create their own Iktomi story.

Immigrant Girl, Becky of Eldridge Street by Brett Harvey

Illustrated by Deborah Ray

Cultural Group: Russian


Topic : Geography, Map Skills

Suggested Exemplars

• Music Interpretation: the "Overture to Fiddler on the Roof" • Picture Interpretation: Fifth Avenue in Winter • Guess Box: model of the Statue of Liberty • Word of the Day:" immigrant"

Learning Sequence

1. Music Interpretation : "Overture to Fiddler on the Roof" 2. Discuss how students felt, and what they thought about while listening to the

music. 3. Read aloud Immigrant Girl. Students make connections between their feelings

during the music and the story. 4. Students recall where the family in the story came from and why.

5. Students list the countries that the early settlers came from and some of their reasons for coming to America.

6. Students can work in teams to research the countries of origin of the immigrants to America between 1800-1910.

7. Students can chart the routes taken by these early immigrants and compare them to the one in the story.

Extension

• Students can research their country of origin and identify it on a large map in the classroom.

• Students can create a journal from the point of view of one of the passengers on the ship in the story.

Knots on a Counting Rope Written by Bill Martin, Jr. and John Archambault

Illustrated by Ted Rand


Content Connection: Math Grades 4, 5

Topic : Place Value

Suggested Exemplars

• Picture Interpretation: Book Cover • Guess Box: a rope • Collection: abacus, dienes blocks, toothpicks, calculator, computer, counting

bears (things that are used for counting)

Learning Sequence

1. 1. Begin by showing the front cover of the book as a stimulus for discussing what the story might be about and what the title means.

2. Read the Knots on a Counting Rope and discuss children's earlier predictions relative to the actual story.

3. Introduce a quipu (ke' poo, see appendix) and explain how it was used by the Incas.

4. Have children work in pairs or individually to create their own quipus for five and six digit numerals. Quipus can the be exchanged with members of the student's team to see if they can read then write the numeral that the quipu represents.

Extension

• Children can investigate counting systems in other cultures. • Use one of the exemplars as a follow-up activity.

Legend of the Persian Carpet LESSON #1 Written by Tomie DePaola Illustrated by Claire Ewart

Cultural Group: Iranian - Persian


Topic : Graphing

Suggested Exemplars

• Serial Collection: Rainbow - crayons (red, orange, yellow, green, blue, indigo, violet) Kaleidoscope, prism, water prism, color wheel

• Picture Interpretation: Brooklyn Bridge by Joseph Stella

Learning Sequence

1. Present collection or do "Picture Interpretation" to arrive at the idea of a rainbow. 2. Read the story to decide why the collection activity was about a rainbow. 3. Discuss the story and complete the graphing activity"Reach for a Rainbow" from

AIMS Spring into Math and Science pp 12-14.

Extension

• Written expression: Ask students: "What might you find at the end of your rainbow?" or "If I were a rainbow I would . . . "

• Why is a rainbow called a rainbow?

Legend of the Persian Carpet LESSON #2 Written by Tomie DePaola Illustrated by Claire Ewart

Cultural Group: Iranian - Persian


Topic : Symmetry

Suggested Exemplars

• Guess Box: carpet • Picture Interpretation: Cheyt M or Vega by Victor Vasarely

Learning Sequence

1. Guess Box or Picture Interpretation 2. Read Legend of the Persian Carpet to discover how the Persian carpet was

created. 3. Reflective Dialogue: discuss the design of the carpet shown in the pictures and

look for examples of symmetry. 4. Complete the "Kaleidoscope" activity from AIMS Primarily Physics to reinforce

the concept. 5. Use pattern blocks to create a symmetrical design that could be used as part of a

design for a Persian carpet.

Extension

• Problem Solving: Given a carpet with an area of 24 square units, use hundred square paper to show all of the possible rectangular arrangements that the carpet might have.

The Magic Amber Retold and Illustrated by Charles Reasoner

Cultural Group: Korean Folktale


Topic : Liquid Exploration

Suggested Exemplars

• Word of the Day: "absorb"

• Guess Box: rice

Learning Sequence

1. Guess Box with rice 2. Students discuss how rice changes its form when it is cooked. 3. Read aloud The Magic Amber. 4. Discuss with students how the rice changed its formed when it was cooked. Was

the amber truly magic ? 5. Conduct an experiment with dry rice and water:

• Present different kinds of rice: minute, long grain, brown, and wild rice • Students hypothesize what will happen to the rice after adding hot water,

after adding cold water. • Students predict how long it will take to observe any change in the rice. • Encourage students to set up the variables for the investigation and

establish a data recording system. For example: Hypothesize if the water returns to its original form once it is absorbed into the rice, predict time needed, test hypothesis, reach conclusion.

Extension

• Explore what other liquids share the same properties as water. Could these liquids be used to make rice ?

Mary McLean and the St. Patrick's Day Parade LESSON #1

Written by Steven Kroll Illustrated by Michael Dooling

Cultural Group: Other International Cultures


Topic : Reality and Fantasy

Suggested Exemplars

• Guess Box: clover • Collection: clover, green fabric, green leaves, a troll or leprechaun, other St.

Patrick's Day symbols • Comparison Circles: Reality vs Fantasy

Learning Sequence

1. Guess Box: shamrock or clover 2. Reflective dialogue:

• What connections can you make with a shamrock? • What is special about a shamrock? • Why do you think Mr. Finnegan was willing to allow Mary to ride with

him on his St. Patrick's float for a shamrock? 3. Ask children to suggest additions to a collection that begins with the shamrock. If

the suggestion fits the Irish theme say "yes" and add that item if available. Since they have not yet heard the story their responses and modifications will be based on their background knowledge and experience as well as the teacher's responses.

4. Read Mary McLean and the St. Patrick's Day Parade . 5. Children illustrate or write summaries of sequences from the story. 6. Place two circles on the floor label one fact and one fantasy. Children sort

pictures into the two sets. If they are not sure they may want to create an intersection.

Extension

• Children may write or perform skits that include dialogue they create for Mary and her family during two difficult scenes: The steerage section of the immigrant ship and the one bed the whole family shared in the basement on James Street.

Mary McLean and the St. Patrick's Day Parade LESSON #2

Written by Steven Kroll Illustrated by Michael Dooling



Topic : Immigrant Experience

Suggested Exemplars

• Serial Collection: Statue of Liberty, ship, small fabric or leather carry-all, comb, toothbrush, blanket, dried shamrock

Learning Sequence

1. Guess Box: shamrock or clover 2. 1. Read story to the class, telling students to listen to draw conclusions about the

early travel and settling experiences of immigrants to this country. 3. Reflective Dialogue: Discuss the hardships the McLeans faced on their journey

and in their new home. 4. Present the serial collection and have children suggest a title for it. 5. Compare and contrast the immigrant experience of Mary and her family with:

a. earlier immigrants b. students who have come from another country

Extension

• Students research their family background to determine if a family member immigrated to the United States and enter this information in a journal.

Nina's Treasures LESSON #1 Written by Stefan Czernecki and Timothy Rhodes

Illustrated by Stefan Czernecki


Content Connection: Science Kindergarten

Topic : Living Things

Suggested Exemplars

• Guess Box: egg • Picture Interpretation: Feathers in Bloom by Marc Chagall • Comparison Circles: fact vs fiction

Learning Sequence

1. Guess Box: egg 2. Use the cover of Nina's Treasures, and have students hypothesize about the

connection between the egg and the story. 3. Read Nina's Treasures. 4. Discuss the changes that happened to Nina during the winter. Compare Nina's

needs with the needs of other living things.

5. Have children use wallpaper scraps to create their own painted eggs.

Extension

• Students draw pictures of events that happened in the story and then sequence the events correctly.

• Use the children's pictures with comparison circles to sort the pictures into fact and fantasy sets about hens.

• Use pictures from Chicken Sunday by Patricia Polacco to illustrate how pisanka (painted eggs) were traditionally created in the Ukraine.

Nina's Treasures LESSON #2 Written by Stefan Czernecki and Timothy Rhodes

Illustrated by Stefan Czernecki



Topic : Food

Suggested Exemplars

• Guess Box: egg, seeds, cornmeal • Picture Interpretation: Feathers in Bloom by Marc Chagall • Collection: fruits and vegetables harvested during the fall • Comparison Circles: real/make-believe

Learning Sequence

1. Guess Box: egg 2. Share the cover of Nina's Treasures, and the first picture that identifies the main

characters. 3. Ask students to think about what might be treasures to Katerina and to Nina. 4. Read Nina's Treasures. 5. Compare and contrast the ways Nina and Katerina obtained food during each

season. 6. Survey students to discover their favorite food or a food they might treasure. 7. Create a class graph of favorite foods.

Extension

• Read Chicken Sunday by Patricia Polacco to show how painted eggs were originally painted in the Ukraine.

• Have children decorate eggs (paper or real) using a continuing pattern of 2 or 3 shapes.

Over The Deep Blue Sea Written by Daisaku Ikeda

Illustrated by Brian Wildsmith

Cultural Group: Japanese-Pacific Islands


Topic : Map Skills Geography

Suggested Exemplars

• Comparison Circles: (1) land forms and (2) water forms • Guess box: turtle

Learning Sequence

1. Guess Box : use a replica of a turtle, unless a live turtle can be found (if model is used tell students you will answer questions as though the real thing were in the box).

2. Discuss where turtles might be found, list ideas on index cards. Have students group their ideas using comparison circles. If they come up with other categories, suggest sorting by land forms and water forms.

3. Read aloud Over the Deep Blue Sea. Ask students to keep track of how many different land and water forms are mentioned.

4. Add any new forms to the comparison circles (shore, sea, island, ocean, beach, mountains, cove, river, current, freshwater streams ) encourage students to look up any words (using a print or electronic dictionary) if they are unsure of the meaning .

5. Students can work in pairs to write brief stories using as many of the land and/or water forms as possible.

Extension

• Students can create three dimensional models of land and water forms using a variety of mediums.

Pepito's Story LESSON #1 by Eugene Fern


Content Connection: School climate

Topic : Beginning of the year

Suggested Exemplars

• Guess Box: tap or ballet shoe • Picture Interpretation: Dancers on Stage with Bouquet, Ballet School, Frieze of

Dancers , and Dancing Class by Edgar Degas • Music Interpretation: "Bolero" by Ravel • Comparison Circles: student attributes

Learning Sequence

1. Children write five or more attributes that describe themselves on index cards. 2. The teacher reads attributes from one card and children to whom they apply stand

in a large yarn circle at the front of the room. As attributes become more specific, children leave the circle until only one child is left.

3. Teacher reads a card that lists Pepito's attributes. When the description doesn't fit anyone, introduce the story and have children listen for Pepito's attributes as the story is read.

4. Write grandma's quote and have children share what they think is unique about them.

5. Children draw self portraits on large envelopes and web their traits or interests around their portraits.

Pepito's Story LESSON #2 by Eugene Fern



Topic : Creating a glyph

Suggested Exemplars

• Guess Box: tap or ballet shoe • Picture Interpretation: Dancers on Stage with Bouquet, Ballet School, Frieze of

Dancers , and Dancing Class by Edgar Degas • Music Interpretation: "Bolero" by Ravel

Learning Sequence

1. Begin with either a guess box or picture interpretation. 2. Read aloud Pepito's Story. 3. Discuss grandma's quote with the class. 4. Introduce glyph concept. 5. Have children create an "All About Me" glyph. (i.e., head shape = age, body

shape = Number of people in the family, arms = how you feel about math)

River Ran Wild LESSON #1 by Lynne Cherry

Cultural Group: Native American, Nashua


Topic : Letter Writing

Suggested Exemplars

• Picture Interpretation: Composition by Jackson Pollack • Guess Box: Dominoes • Word of the Day: pollution

Learning Sequence

1. Picture Interpretation activity, students interpret Composition. 2. Read A River Ran Wild aloud to gather information about how the picture,

Composition, connects to the story. 3. Students work in pairs to chart as many cause/effect relationships that they

remember from the story (building of factories, use of chemicals and plastics, pulp dumped into river).

4. Students write letters to W.S.S.C. expressing concern about Rock Creek and offering possible solutions.

A River Ran Wild LESSON #2 by Lynne Cherry

Cultural Group: Native American, Nashua


Topic : Ecosystems

Suggested Exemplars

• Picture Interpretation: Composition by Jackson Pollack • Word of the Day: pollution

Learning Sequence

1. Picture Interpretation activity, students interpret Composition. 2. Read A River Ran Wild aloud to gather information about how the picture,

Composition, relates to the story. 3. Students will work in pairs and create a story board (in picture form) showing

how the Nashua River became polluted. 4. Refer to Grade 4 Ecosystem Kit/Lesson 9, "Upsetting the Balance:"

a. Identify the three pollutants and discuss how they negatively affect a balanced ecosystem.

b. Have students set up experiments with these pollutants, Lesson 10.

Extension

• Have students complete a Word of the Day journal entry for pollution.

Sachiko Means Happiness Written by Kimiko Sakai Illustrated by Tomie Arai

Cultural Group: Japanese American

Content Connection: Reading/Language Arts Grades 2-6

Topic : Conflict/Resolution

Suggested Exemplars

• Picture Interpretation: Pictures on pages 8 and 9 of the book • Music Interpretation: "Turn, Turn, Turn" • Word of the Day: "remember" and "forget"

Learning Sequence

1. Students compare and contrast the two pictures on pages 8 and 9 of Sachiko Means Happiness and discuss the possible relationships.

2. Discuss the concept memory, check the dictionary, give examples of long term memories (older students may discuss how emotional response affects memory.

3. Read Sachiko Means Happiness aloud. Stop at page 18 and 19 and have students predict what might happen next.

4. After finishing the book, discuss emotional reactions to the story. Discuss Alzheimer's Disease with older students, what it is and how it affects its victims.

5. Encourage students to share their own grandparent stories and memories.

Extension

• Read other grandparent stories. Look for similarities and differences. Students write their own grandparent stories.

Senefer Written by Beatrice Lumpkin Illustrated by Linda Nickens

Cultural Group: Africa Ancient Egypt

Content Connection: Math grade 3

Topic : numeration

Suggested Exemplars

• Guess Box : a shallow box of sand

Learning Sequence

1. Guess Box: A possible initiating clue "the object in the guess box could be used for writing."

2. Read Senefer aloud and ask students to listen for how Senefer used sand in the story.

3. After reading the story have students study the pictures of the counting Senefer did.

4. They can record the counting symbols on the chalk board next to the Arabic numerals for 1-10.

5. Present charts of Egyptian and Roman numeration systems for children to compare.

6. Play the Egyptian Match Game(see attachment) substituting Roman numerals for Egyptian numerals.

Extension

• Reread pages 14 and 15 about Senefer's solution for the addition of 24 and 38. Have children work in cooperative groups to solve a similar problem using Egyptian numerals.

• Reread page 24 and have children explain how Senefer arrived at 351 as the product of 13 x 27. Children can then compare the advantages and disadvantages of the Roman, Arabic and Egyptian numeration system. Ask children to discover the missing element in both ancient numeration systems that help make the Arabic system simpler and computers possible.

Sim Chung and the River Dragon Retold by Ellen Schecter Illustrated by June Otani

Cultural Group: Korean Folktale


Topic : Ecosystems Habitat

Suggested Exemplars

• Collection/Comparison Circles: Things that come from land and sea: salt, pearl, driftwood, seaweed, rock, canned fish, seashells.

• Picture Interpretation: From the Lake by Georgia O'Keeffe. Explore the picture for color, mood, feelings, sounds, and discuss possibilities as a habitat.

Learning Sequence

1. Serial collection of land and sea objects. 2. Classify objects into comparison circles, discuss all possibilities. 3. Discuss whether living things can survive under water. 4. Read Sim Chung and the River Dragon aloud. 5. Brainstorm ways in which Sim Chung was able to survive her life with the

dragon. 6. Refer to Ecosystems Grade 4 Lesson 4: "Adding Animals to the Aquarium."

Discuss what characteristics animals must have in order to survive in the aquarium

7. Ask students to imagine that they have just discovered a new species of underwater life. Students will draw a picture of this new discovery. The criteria for evaluation are based on the attributes of underwater life (fins, gills, gravid spot, etc.).

Extension

• Creative Writing: Students imagine what life would be like if they lived under water.

Tar Beach by Faith Ringgold



Topic : Fact and Fantasy

Suggested Exemplars

• Picture Interpretation: Beach at Trouville • Collection: towel, bathing suit, sunglasses, beach ball, sunblock, TIDE

(detergent), pail, shovel, picture of sand castle • Word of the day: beach

Learning Sequence

1. Reveal collection. 2. Introduce title "Tar Beach." Show the cover and have students brainstorm what

the title may mean. 3. Read Tar Beach.

4. Reflective dialogue: • Is the tar beach in the story like a real beach? • Why do you think people in the city created "tar" beaches? • What items in tar beach can be found at the real beach? • Discuss things that happened in the story that were real (fact) or not real

(fantasy). Chart the answers as the students respond.

Extension

• Students may be given a choice to find a medium (art, music, drama, dance, poetry) to tell the other children in their group about a special place in their life or their family's life.

Three Stalks of Corn by Leo Politi

Cultural Group: Hispanic, Mexican


Topic : Food

Suggested Exemplars

• Picture Interpretation: 1082 Harvest Scene by Paul Gauguin • Guess Box: corn, tortilla • Revealed Collection: cornstarch, cornmeal, corn husk meal, popcorn, tortillas,

Mazola margarine, corn oil, Kixcxereal, Doritos

Learning Sequence

1. Revealed collection: "Things made from corn or corn products" 2. Display this statement from the book:

"Corn is very precious to our poeple. It is the basis of much of our food. No part is thrown away."

3. Read to Three Stalks of Corn. Have the students listen to find ways that corn was used by the Mexican people. Record student responses.

4. Tortillas are the basis for many Mexican dishes. Have the students sequence the steps of making tortillas. Students can act out each step.

Extension

• If available show students a grinding stone or a mortar and pestle. Teach the Native American song, "Corn Grinding Stone." Students can sing as they act out grinding corn.

• Follow a recipe to make toritllas. Explore "tamales" by reading Too Many Tamales by Gary Soto.

• A.I.M.S. activities "An Ear of Indian Corn" and "Growing Indian Corn".

Three Strong Women LESSON #1 Written by Claus Stamm

Illustrated by Jean and Mou-sein Tseng

Cultural Group: Japanese

Content Connection: Math and Science Grades 1 and 2

Topic : Weight

Suggested Exemplars

• Collection: (serial) Objects that have Weight Present these in the following order: elephant, car, cork or sponge, 5 lb. bag of potatoes, paper weight, ball bearing (or weight for scale), dumbbell.

• Word of the Day "weight"

Learning Sequence

1. Collection activity (objects that have weight) 2. Students will order the objects from lightest to heaviest without touching the

objects. 3. Students reorder objects after feeling the weight of each. 4. Read aloud Three Strong Women and ask students to listen for a surprising event.

Discuss events from the story. (does the size of a person indicate the person's strength?)

5. Students will estimate, then weigh a group of four objects using non-standard measurement.

Extension

• Is it humanly possible for a man or woman to throw a tree? What kind of information do we need to know to find out?





Topic : Construction

Suggested Exemplars

• Collection of building materials: brick, nails, straw, twigs, sand, water, paper, wood, toothpicks, hangers, dry spaghetti, mud, dirt, clay, marshmallows. gumdrops.

• Picture Interpretation: The Street by Marc Chagall, Rain by Marc Chagall, Haystacks by Claude Monet, House of Anvers by Van Gogh

Learning Sequence

1. Revealed collection of building materials. 2. Students hypothesize which material is strong enough to hold Paddington Bear (or

other object) 3. Show pictures of the four characters from Three Strong Women, do not reveal the

title of the book. Hypothesize which character is stronger and why. 4. Read aloud Three Strong Women. 5. Discuss concept of biggest vs. strongest. Ask students if their hypothesis about the

pictures has changed. Generate many reasons why. Have students explore connections between the story and the building materials.

6. Team students to construct a three dimensional structure to hold Paddington Bear. 7. Evaluate structures.

Extension

• Students generate ideas and come to consensus on a different title for the book, Three Strong Women. Students will compare/contrast the structures.





Topic : Simile

Suggested Exemplars

• Collection: Objects that are "cool," to introduce the simile "cool as a cucumber." Wet paper towel, ice cube, fan, cucumber, sunglasses, roller blades, York Peppermint Patty, picture of Will Smith (or some other person considered to be "cool"), snow capped mountains, iceberg, or other objects.

• Guess Box: cucumber • Word of the Day: "simile"

Learning Sequence

1. Introduce simile by using a revealed collection or guess box. 2. Generate other similes children know and discuss them. 3. Read aloud Three Strong Women and have children identify similes by using a

hand signal when they hear one. 4. Make a chart with similes from the book and have children identify objects being

compared. Create new simile to compare the same objects as those in the book. 5. Follow up: Look for similes in independent or homework reading and have

students add them to the "Similes Chart" illustrate similes

Extension

• How would this story be different if the three women were men and the story title was Three Strong Men? Would Forever Mountain have reacted differently? How?



Written by Illustrated by


Content Connection: Reading/Language Arts Grades 4 and 5

Topic : Persuasion

Suggested Exemplars

• Word of the Day: "strength," "wrestler" • Collection: "Things That Make People Strong:" can of spinach, vitamins,

dumbbell, carton of milk, fruit, vegetable, pillow (rest) • Guess Box: Vitamins • Picture Interpretation: Cyclist by Richard Lindner Have students explore the

picture leading to connections with athletes, strength, stamina • Music Interpretation: "Sorcerers Apprentice" from Fantasia

Learning Sequence

1. 1.Serial Collection: "Things That Make You Strong" 2. Read Three Strong Women aloud. 3. Provide the following scenario to students:

Maru-me and her family decide to open the "Get Strong Spa". They don't know how to persuade people to sign up for a three month trial membership. Have students develop a way to help Maru-me get some customers. In preparation, review elements of persuasion and criteria for evaluating claims.

Students may work individually or in small groups using their choice of media: print advertising, commercials, demonstrations, etc. Students present their solutions to the group.

4. Class evaluates the promotional claims made based on criteria for evaluation.

Extension

• Conduct a discussion with students centered around the question: "What if all the wrestlers in Japan signed up for this "Get Strong Spa"? How might this change wrestling in Japan?





Topic : Estimation and Measurement

Suggested Exemplars

• Collection : Olive Oil, Laurel Wreath, Frisbee, Torch (disposable lighter), Spear • Music Interpretation: "Chariots of Fire" • Picture Collection: Possible Shorewood Prints:

Touchdown Yale vs. Princeton by Remington Salutat by Eakins Bare Knuckles by Hayes National Game of Baseball by Currier & Ives Leisure: Homage to Louis David by Leger Dynamism of a Cyclist by Boccioni Cyclist by Lindner Hockey Players by Kirchner The Race Track by Dufy Regatta by Dufy Race Horses by Degas

Learning Sequence

1. Music Interpretation: Play the theme music from "Chariots of Fire." Have students brainstorm a possible title.

2. Display a collection of pictures that reflect sports competition, discuss the connections between the pictures.

3. Read aloud Three Strong Women. Ask students to listen to determine what type of sports competition occurs in the story.

4. Divide the class into five groups. Place one of the following objects in each group: frisbees (discus), bamboo or broomstick (javelin), yardstick (jump), rope circle (wrestling) and jogging shoes (running). Students come to consensus about which Olympic event each object represents. (objects represent each of the original Olympic events.).

5. Second Day Refer to AIMS Math+Science = Solution. Mini-measurement Olympics. Students will participate in a Mini-Olympics: Paper Straw, Javelin Throw, Paper Plate Discus, Cottonball Shot Put, Right handed marble grab.

6. Review Procedure for estimating and measuring in metric and customary units. 7. Students record and then graph estimated and actual distance of each event.

Determine the difference between the two.





Topic : Structures

Suggested Exemplars

• Collection of construction toys: Legos, Duplos, Bright Builders, Lincoln Logs, Bristle Blocks, Tinker Toys, wooden blocks, Kinex, any other building toy.

• Comparison Circles: Classify building toys • Music Interpretation: "Rhapsody in Blue" by George Gershwin • Picture Interpretation: Composition #2 by Mondrian, Composition with Color

Area by Mondrian, Arch Tower I by Feininger

Learning Sequence

1. Students hypothesize ways to test a person's strength ( arm wrestling, lifting weights, tearing a phone book, karate chop a block of wood, wrestling, endurance race, etc.)

2. Read Three Strong Women aloud. 3. Discuss hypothesis about testing the strength of a person and how they relate to

the book. 4. Revealed collection of building toys, classify some or all of the toys using

comparison circles 5. Students hypothesize ways to test the strength of these building materials and try

them out (make a bridge out of each material and test for supporting a specified number of objects like books)

6. In pairs or small groups, students use any combination of the building toys to build any structure that demonstrates the ability to hold a given amount of weight.

7. Share structure with class and demonstrate strength.

Extension

• Picture Interpretation: Discuss the structures within the pictures.

Too Many Tamales LESSON #1 Written by Gary Soto

Illustrated by Ed Martinez


Content Connection: Math Grades 2 and 3

Topic : Division

Suggested Exemplars

• Picture Interpretation: Mother's Helper by Diego Rivera • Collection: bottle of water, corn husks, shredded beef, masa, mixing bowl,

measuring cup, large pot • Guess Box: a ring • Word of the Day: "tamale"

Learning Sequence

1. Present items in serial collection in specified order. Students will brainstorm a name for the collection, focus on "Things That Will Be Used in a Recipe."

2. Read Too Many Tamales aloud to find out what is being made. 3. Groups students to follow a recipe for making tamales. This can be done as an

assembly line project. Each group can be responsible for one specific step of the recipe.

4. Pose the following problem:

Maria and her mother made 24 tamales. Maria and her cousins decided to eat all 24 tamales in order to find her mothers lost ring. If the children decide to each eat a fair share of tamales, how many tamales would each child eat?

5. Students can work in groups of 4 to solve the problem. Distribute 24 cubes or counters to the group. Students must decide how to divide the counters until each student has an equal number of cubes

6. Discuss how the children in the story felt after eating all the Tamales. Did each child eat 6 tamales in the story? Students focus on the one tamale that remained on the plate. Ask: How was that tamale divided? What fractional part of the

tamale did each child eat? Give each group a "paper tamale " to use to solve the problem.

Extension

• Students list steps for making tamales, then create a movement for each step in tamale making. Play Mexican music and have students act out steps to the music.

Too Many Tamales LESSON #2 Written by Gary Soto

Illustrated by Ed Martinez


Content Connection: Math Grades 4

Topic : Fractions

Suggested Exemplars

• Picture Interpretation: Mother's Helper by Diego Rivera • Collection: bottle of water, corn husks, shredded beef, masa, mixing bowl,

measuring cup, large pot • Guess Box: a ring • Word of the Day: "tamale"

Learning Sequence

1. Present items in serial collection in specified order. Students will brainstorm a name for the collection, focus on "Things That Will Be Used in a Recipe."

2. Read Too Many Tamales aloud to find out what is being made. 3. Group students to follow a recipe for making tamales. This can be done as an

assembly line project. Each group can be responsible for one specific step of the recipe.

4. Students work in cooperative groups to solve the following problems:

Maria and her mother made 24 tamales. Maria and her cousins decided to eat all 24 tamales in order to find her mothers lost ring. If the children decide to each eat a fair share of tamales, what fractional part of the tamales would each child have to eat ? How many tamales would each child eat if they ate one-fourth of the tamales?

Tell the students that Danny realizes that he is unable to eat 6 tamales. Therefore Dolores, Teresa, and Maria must eat all 24 tamales. What fractional part will each child eat ? How many tamales would each child have to eat if they ate one-third of the tamales?

5. Students find the number of tamales each child would have to eat if there were 96 tamales.

6. Students create their own tamale problems using a different number of people to fair share with.

Extension

• Students list steps for making tamales, then create a movement for each step in tamale making. Play Mexican music and have students act out steps to the music.

Turtle Knows Your Name LESSON #1 Written by Ashley Bryan

Cultural Group: African-American

Content Connection: Math Grades 1, 2

Topic : Numeration

Suggested Exemplars

• Guess Box: turtle

Learning Sequence

1. Read Turtle Knows Your Name. 2. Children hypothesize which was the longest name, Granny's or the boy's. They

check their hypotheses. 3. Children hypothesize the longest name in the class. Children print their names

letter by letter on hundred-square chart paper to check their hypotheses. They then compare the child's name to the characters' names in the story.

Extension

• Children work in small groups to devise a letter-number code (example a=26, b=25 etc.) and spell their names in the code. They then decipher the other names in the group.

• Children find other ways of comparing the length of names (use multilink cubes, lots a links, Legos . . . etc.)

• Children look for names among family, schoolmates and friends that may exceed the longest name in the class.

• Create a class bar graph showing the letters that appear most frequently in names in the classroom.

Turtle Knows Your Name LESSON #2 Written by Ashley Bryan

Cultural Group: African-American

Content Connection: Reading/Language Arts Grades 1, 2

Topic : Rhyming words, figurative language

Suggested Exemplars

• Picture Interpretation: Turtle Tide Craig Rubadoux, The Poor Fisherman by Fatata Te Mitt, Hail Mary by Paul Gauguin

Learning Sequence

1. Read Turtle Knows Your Name aloud to the children. 2. Have children recite UPSILAMANA TUMPALERADO's name 'song.' Children

form groups to design a melody and a dance to go with the 'song' that granny sang and the boy danced.

3. Explore the dual nature of names with child ren. Everyone has a 'title' name (Son, Daddy, Granny ... etc.) and a given name. Some people have more than on of each (i.e. daughter and mommy, dad and uncle, mom and grandma) or Susan Ann, Jose Fernandez, etc.

Extension

• Children create or recite familiar proverbs they may have heard at home. (example: a stitch in time saves nine, the early bird catches the worm)

• Have children share their names and how they were named.

Very Last First Time Written by Jan Andrews

Illustrated by Ian Wallace

Cultural Group: Native Americans, Inuit


Topic : Liquid Exploration

Suggested Exemplars

• Guess Box: ice cube • Music Interpretation: "Winter" by Vivaldi • Picture Interpretation: Blue Atmosphere by Helen Frankenthaler, From the

Lake # 1, Grey Line With Black, and Blue and Yellow by Georgia O'Keeffe • Collection: mussel shell, rock, shrimp, water, sand, crab, anemone, seaweed

Learning Sequence

1. Brainstorm happenings that may or may not be possible ( i. e. ,walking on the moon, flying, walking on water...) and discuss.

2. Pose this situation: "I have read a really interesting book that I want to share. I want to decide if it is a true story or fiction."

3. Read Very Last First Time aloud and decide if it is fiction. 4. Reflective Dialogue:

• What property of water would make this story true? • How could there be a tidepool in the seabead? • Why didn't it freeze or go out to sea with the tide?

5. Brainstorm possible experiments you could try to prove that the ocean could freeze allowing people to walk on the ocean floor.

6. Students work in pairs or teams to design experiments to prove this possibility.

Extension

• Use one of the exemplars as a follow-up activity. • Paint a picture of what it was like for Eva under the sea.

Watch the Stars Come Out LESSON #1 Written by Riki Levinson

Illustrated by Diane Goode

Cultural Group: European


Topic : Shelter

Suggested Exemplars

• Guess Box: boat • Comparison Circles: temporary shelters/permanent shelters • Word of the Day: "shelter"

Learning Sequence

1. Guess Box: boat 2. Brainstorm shelters found on land and water. 3. Read Watch the Stars Come Out aloud and have children listen to identify the

types of shelters mentioned. 4. Use comparison circles to classify shelters as either temporary or permanent. 5. Reflective Dialogue: What kinds of things did the boat provide for people as a

shelter? What kinds of things did their new home provide? 6. Students can construct models of temporary shelters using blocks, clay, cardboard

or other materials.

Extension

• Students can design boats that they could live on permanently. • Students can design various boats to find which float best and carry the most

cargo.

Watch the Stars Come Out LESSON #2 Written by Riki Levinson

Illustrated by Diane Goode

Cultural Group: European


Topic : History of Maryland

Suggested Exemplars

• Guess Box: star • Word of the Day: "immigrant" • Comparison Circles: journey in the book/ journey of Maryland settlers

Learning Sequence

1. Guess Box: star 2. Read Watch the Stars Come Out aloud. 3. Reflective Dialogue:

• Look at the picture on page 2. Why were so many people traveling to America?

• Why couldn't the girl see the stars during the journey? • How long do you think the journey took? • How did brother use his stick?

4. Compare/contrast this journey with what we know about the journey of the Maryland settlers.

Extension

• Create a diary entry of a child traveling from Europe to America. • Chart the distance traveled and amount of time needed to travel from Europe to

Maryland.

Why Mosquitoes Buzz in People's Ears Written by Vera Aardema

Illustrated by Leo and Diane Dillion

Cultural Group: African


Topic : Sound

Suggested Exemplars

• Revealed Collection: (objects that represent rain forest animals) snake skin shoe, feather, banana, crown, cotton ball, bottle of OFF.

• Music Interpretation: "Flight of the Bumble Bee" or "Carnival of the Animals" by Saint Saens

• Picture Interpretation: Surprise, Storm in the Forest, Virgin Forest, The Snake Charmer, and Jungle: Tiger Attacking a Buffalo, by Henri Rousseau

Learning Sequence

1. Revealed Collection: objects that represent rain forest animals 2. Read the title of the book and have children predict the contents. 3. Read Why Mosquitoes Buzz in People's Ears aloud and children listen for the

sounds made by each animal. 4. Complete Lesson #8 from the Grade 3 Sound Unit, "Producing Sound : Making

Model Vocal Cords" or present children with a variety of materials (i.e., straws, toothpicks, rubberbands) and have them create noise makers to simulate the sounds made by one of the animals in the story.

Extension

• Children can choose a musical instrument whose sound they feel most closely simulates the sounds of animals in the story. The story can be reread substituting the musical instruments for the sounds of the animals.

• Create a rain forest mural.

The Woman Who Outshone the Sun From a poem by Alejandro Cruz Martinez

Illustrated by Fernando Olivera



Topic : Ecosystems Chesapeake Bay

Suggested Exemplars

• Picture Interpretation: Regatta by Raoul Dufy; Surf, Sand and Rocks by Henry Glasser

• Word of the Day: "ecosystem" • Guess Box: Jar of Water

Learning Sequence

1. Review previously learned information about the ecosystem of the Chesapeake Bay.

2. Read The Woman Who Outshone the Sun aloud to gather information about the river's ecosystem.

3. Discuss what happened to the ecosystem of the village once the river left. (no more rain fell, no birds sang, no otters played, people and animals suffered from thirst.)

4. Identify a situation where something taken from the Bay has upset the balance in the ecosystem. Refer to Grade 4 ECOSYSTEM Kit, Lesson 15, "Examining a Real Environmental Problem."

5. Choosing one item indigenous to the Bay, discuss the effects this loss could have. (water, fish, crabs, pollution, shells, plant life, etc.)

Extension

• Conduct a picture interpretation activity using a collection of pictures with different forms of water to discuss the ecosystems in each picture, compare and contrast the needs of each system.

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